De inzet van ICT bij taalonderwijs

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1 De inzet van ICT bij taalonderwijs Implicaties voor de lerarenopleiding Symposium Location: Velon, Brussels Date: February 4, 2016 Speakers: Joke Voogt 1, Wim de Boer 2, Wim Trooster 1 Affiliation: 1 Windesheim University of Applied Sciences, NL 2 Afûk, NL

2 Kernvraag Symposium Op welke wijze kunnen ICT-toepassingen die op basis van onderzoek veelbelovend zijn voor het leren van leerlingen: - ook praktische relevant worden voor de onderwijspraktijk? - en wat betekent dit voor de lerarenopleiding?

3 Doel Symposium De implicaties voor leerkrachten en de lerarenopleidingen te bespreken van een aantal typerende ICT-toepassingen voor taalonderwijs

4 Programma De effectiviteit van de Serious Game LINGO Online voor de uitspraak van het Engels: Implicaties voor de lerarenopleiding Wim Trooster Nieuwe vormen van arrangeren van leermiddelen en taalactiviteiten in het PO Wim de Boer De inzet van ICT om beginnende geletterdheid te bevorderen: Wat zijn onderbouwde en haalbare ICT competenties voor (toekomstge) leerkrachten Joke Voogt Discussion

5 De effectiviteit van de Serious Game LINGO Online voor de uitspraak van het Engels Implicaties voor de lerarenopleiding Location: Velon, Brussels Date: February 4, 2016 Wim Trooster, Sui Lin Goei, Henk la Roi, Roland Bruijn Windesheim University of Applied Sciences, NL Anouk Ticheloven University of Utrecht, NL Esther Oprins, Gillian Visschedijk, Gemma Corbalan TNO, NL Martin van Schaik

6 Context Introduction In Dutch education, curriculum English language is implemented more and more. Formerly start age years -> Now age 6 years.

7 Introduction Educational Problem But: little attention for English pronunciation of individual pupils/students (lack of curriculum time/skills teachers?)

8 Introduction Demo game LINGO Online 40 Hours training English pronunciation Target group: children in last years primary education/first years secondary education (age 10 16)

9 Introduction Objective of the study Study effectiveness game LINGO Online for English pronunciation in Dutch (primary - and secondary) education.

10 Introduction Questions 1. Do students using the game LINGO Online learn more on English pronunciation than students using classical method (without the game)? 2. Are students using the game LINGO Online more motivated than students using classical method (without the game)? 3. Which game characteristics in the game LINGO Online could contribute to these effects on motivation and learning? 4. What is the context of learning and which effect could this context have on motivation and learning (according to teachers)?

11 Methods & Materials Target Groups 2 x primary school (each 2 groups): Students last 2 years 2x secondary school (each 2 groups): Students first 3 years

12 Methodology Methods & Materials Period Sept 13 Jan 14 Statistics: on Delta s

13 Methods & Materials Instruments Statistics: Delta s and correlations Lots of work: Especially language tests!

14 First results: Results Students are more free to speak Students are motivated, in spite of technical problems 1 Secondary school did not succeed to implement the game (+++ support)

15 Results Learning Outcomes Learning Characteristics Game Characteristics

16 Results Learning Outcomes:OMT Primary schools: learning effect of the game larger than regular lessons Secondary school: less progression with students playing the game compared to the regular lesson.

17 Results Learning Features: Motivation The motivation of the experimental group was significantly increased in contrast with the control group

18 Results Learning Features: Perceived Choice Perceived choice scored significantly higher (in post-test) in the game group compared to the regular lessons.

19 Results Learning Features: rest Self-efficacy, Value, Engagement: No significant differences Control Condition vs Game Condition

20 Results Correlation Learning Features Learning Outcomes Motivation, (perceived choice) and engagement correlate with learning outcomes No correlation between self-efficacy or value and learning outcomes. (what would be expected in general)

21 Results Correlation Gaming Features Learning Features All five gaming features correlated with motivation. Feedback and rules & goals correlate with all learning features

22 Feedback Challenge & control Results Correlation Gaming Features Learning Features Rules & goals Action language Game world Selfefficacy Perceived choice Engageme nt Motivation Value Pearson Correlation,393 **,366 **,430 **,423 **,375 ** Sig. (2- tailed),002,003,000,000,002 N Pearson Correlation,478 **,136,322 *,309 *,300 * Sig. (2- tailed),000,288,010,013,017 N Pearson Correlation,414 **,301 *,309 *,396 **,421 ** Sig. (2- tailed),001,017,014,001,001 N Pearson Correlation,509 **,069,275,483 **,448 ** Sig. (2- tailed),002,690,104,002,005 N Pearson Correlation,423 *,081,168,315,241 Sig. (2- tailed),010,640,327,058,151 N **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). All five gaming features correlated with motivation. Feedback and rules & goals correlate with all learning features

23 Conclusions In Primary School: Better learning outcomes (OMT) after gaming than in the control condition, correlating with the learning features motivation, (perceived choice) and engagement. No direct correlation game features with learning outcomes. However the results suggest an indirect correlation here.

24 Discussion Problems solved by game? The game has the potential to compensate for insufficient facilities (time, expertise) in schools: Effectiveness: the game is effective (+ indications for mechanism) Time: Using the game the students are able to train English pronunciation individually. Expertise: Using the learning analytics in the software or triggered by questions of students the teacher is able deliver specific help to the individual students.

25 Discussion New Problems by game? Critical issues implementation (needs support, time) Installation of secondary software necessary. Change of firewall settings need to be changed Drivers headsets should be selected After instruction and with manual, students still had questions how to use the game.

26 Checklist for Teachers considering the Use of Virtual Worlds & Serious Gaming in Education Organizational factors 1. Create commitment (of teachers, students and management) a. Make connection to the policies of the institution b. Choose subgroups of students capable of working with the virtual world c. Minimize risks foreseen with the use of the virtual world d. Reduce fear that working with the virtual world is time-consuming 2. Make investments in the development of expertise in the use of the virtual world 3. Design protocols for the use of the learning activity in the virtual world 4. Ensure support on IT

27 Checklist for Teachers considering the Use of Virtual Worlds & Serious Gaming in Education Didactic factors 1. Choose those learning activities for which the virtual world has added value compared to other media (e.g. the 7 selected learning activities in this study) 2. adequate Make investments in didactics: a. Define and pursue the educational objectives of the course b. Design adequate assignments c. Organize adequate feedback and examination d. Formulate transparent rules of conduct e. Invest in adequate preparation for and teaching of the course 3. Build /monitor/adjust the initiative in the virtual world

28 Learning with a game Game cycle Learn cycle Small game Big game Game cycle Learning cycle Didactic scenarios!

29 Didactische scenario s Eerst de effecten voor het leren van Engelse uitspraak door middel van een game Nu de rol van leerkrachten en lesmateriaal bij een dergelijke game.

30 Opzet Analyse docenten/studenten lerarenopleiding EN -> 3 scenario s (met lesbrieven) hoe game LINGO Online ingebed in curriculum vmbo, HAVO, MBO -> ontwikkeling van vakdidactische en ict-competenties van de studenten (docenten)

31 Werkwijze Discussie / ontwikkelwerk Afwegingen Wat is er volgens ons nodig Blend / Flip Instructienoodzaak The flipped classroom Leerlingen doen de game thuis

32 Lessenserie VMBO jaar 3 & 4 - Drie lessen van 45 minuten - V.A.S.T. Game als huiswerk - Gebaseerd op modellen van Thornbury en Neuner

33 Les 1 Writing History Leerlingen leren en herhalen hoe je in het Engels de geschiedenis van een personage omschrijft. Tijd Huiswerk Activiteit Installeer spel en maak personage aan Thornbury 1. awareness-raising 10 min. Starten 5 min. Brainstormen over omschrijven van geschiedenis personage 1. awareness-raising A. understanding new input 15 min. Schrijf de geschiedenis van je personage 1. awareness-raising 10 min. Deel je geschiedenis 2. appropriation C. guided production 2. appropriation 3. autonomy Neuner A. understanding new input B. reproduction/consolidation C. guided production D. free production 5 min. Afsluiten

34 Les 2 Working on Difficulties Leerlingen verbeteren Engelse spreekvaardigheden door te werken met de feedback vanuit het spel (met name problematische woorden). Tijd Activiteit 5 min. Starten 10 min. Nadenken over omschrijven van uiterlijk personage 1. awareness-raising A. understanding new input 10 min. Werken met feedback uit V.A.S.T. Game 2. appropriation B. reproduction/consolidation 15 min. Omschrijf het uiterlijk van je personage, klasgenoot tekent C. guided production 5 min. Aantal leerlingen presenteren tekening D. free(r) production Thornbury 1. awareness-raising 2. appropriation 3. autonomy Neuner A. understanding new input B. reproduction/consolidation C. guided production D. free production 5 min. Afsluiten

35 Les 3 Language Village In een talendorp, met het spel als thema, laten leerlingen zien wat ze tijdens de lessenserie geleerd hebben. Tijd Activiteit Huiswerk bereidt leerlingen voor op language village 2. appropriation B. consolidation Thornbury 1. awareness-raising 2. appropriation 10 min. Starten en uitleg language village 3. autonomy 15 min. Language village ronde 1 3. autonomy D. free production 15 min. Language village ronde 2 3. autonomy D. free production 5 min. Afsluiten Neuner A. understanding new input B. reproduction/consolidation C. guided production D. free production

36 Les 3 Language Village In het talendorp zijn 5 stands waar leerlingen opdrachten moeten uitvoeren. Stand 3 wordt bemand door de docent. Stand 1 Where am I? Stand 2 Stand 3 Task in the game Five difficult words Stand 4 Stand 5 Describe the robot Your character s history

37 Contact Credits: LINGO Online was created and developed by Magma Studios and Carnegie Speech Company utilising game based learning and speech analysis technologies. This product was originally created for the Ministry of Education in Singapore, known as V.A.S.T.: Voice Activated Spy Tech, and is now commercially available under the name of LINGO Online. For further information please contact: / This study was made possible by a grant from Kennisnet ( and internal funding of Windesheim University of Applied Sciences.